Curriculum Framework Research Articles

A Curriculum Framework for an Interprofessional Approach to Deprescribing

A Curriculum Framework for an Interprofessional Approach to Deprescribing

Environmental Attitude and Behaviour among Students: Incorporating the Green Concept in Learning Outcome Based

The adoption of green behaviour is critical to reduce the environmental impacts. In response to demands for environmental sustainability, the Higher Education Institution (HEI) is promoting green campus development more aggressively. Guided by Social Cognitive Theory (SCT), this paper aims to identify student’s environmental attitude and behaviour towards green concepts. Data was collected through an online survey among 116 students. The findings revealed recycling behavior was at low level, whereas students’ energy conservation was at high level practices. These findings are based on the notion that embedding “green office” topics in course syllabus might increase knowledge and further influence behavioural change regarding green behavior among university students. The findings could contribute to the development of a long-term green nation by incorporating environmental sustainability into learning outcomes based on a curriculum framework as the university students are expected to be the most informed and aware about environmental issues.

Being inclusive or reinforcing of social stereotypes

Textbooks function as an important resource for teaching and learning of mathematics at the school level across the world. At least at the primary grades the contents of textbooks are situated in the larger society around the learners, in order that the learners can relate to what is taught to them. This opens the possibility for textbooks to uncritically reinforce the prevailing stereotypes or use the opportunity textbook provide to creatively break the stereotypes. Mathematics education research has engaged with the question of gender stereotypes in mathematics textbooks which has had an impact how gender figures in textbooks. However, gender is neither a binary nor monolithic. In the Indian context, gender is not the only social hierarchy that operates. The National Curriculum Framework 2005(hence forth referred to as NCF 2005) addresses the question of prevailing stereotypes about children from social margins and says care must be taken to ensure that the curriculum, textbooks and classroom interaction do not reinforce the stereotypes. Moreover, in the last two decades transgender people have been able to demand recognition and acceptance at least in the higher educational spaces as transgender people. Given these, it would be important to understand how textbooks reflect the changes and demands. This paper analyses the content of the mathematics textbooks developed by the State Council of Education Research and Training (SCERT) of one Indian state, namely Kerala, to understand how they represent gender, caste, class and religious differences and to investigate if the textbooks are inclusive of the disabled learners. Based on the content analysis of the textbooks the paper argues that even as the textbooks try to ensure representation of both girls and boys in the pictures and word problems and make an attempt to be inclusive of different religions and marginalised cultures ( for example by incorporating the picture of Theyyam, which uses an art form of the marginalised people in Kerala) in a textbook, they end up strengthening the existing gender, class, religious stereotypes. It also draws attention to the complete absence of disabled children in the textbooks.

‘Being well’: the master key to unlocking competencies? How outdoor and adventure activities contribute to the development of children within a competency-based curriculum

ABSTRACT The Draft Primary Curriculum Framework (NCCA 2020) and the Primary Curriculum Framework in Ireland (NCCA, 2023) identified 'Wellbeing' as a broad curricular area. This study explores the inclusion of outdoor and adventure activities (OAA) in a redeveloped curriculum to support one of the seven key competencies, 'Being Well' (NCCA 2023). Four semi-structured interviews were conducted with expert participants to elicit their views on OAA within a redeveloped curriculum. The findings show that OAA has the potential to foster wellbeing and other competencies, but it is currently neglected due to demands on teachers and a lack of support. These findings suggest that if OAA is to realise its potential, teachers require strong leadership and consistent support to become competent and confident in teaching OAA, underpinned by an understanding of its potential. Further research is needed to track OAA's implementation in schools and its contribution to children's competencies.

The appearance of the results of bilingualism research in secondary school education in Transcarpathia and Hungary

Over the past decades, the development of Hungarian language varieties beyond the borders of Hungary and the state language influences that have been manifested in them have attracted considerable attention in linguistic research in Hungary and beyond. In a large part of the literature on the subject, the authors also emphasise the importance of language and language use awareness for achieving adequate communication in all contexts, which is undoubtedly closely linked to the quality of mother tongue teaching in schools and to the language attitudes and linguistic biases of teachers. However, there has been relatively little research on the form and quantity of the results of bilingualism research in school education in Transcarpathia and Hungary. The aim of this paper, therefore, in response to the above-mentioned gap, is to provide an overview of the materials published in Transcarpathian and Hungarian curricula and textbooks on bilingualism research and to present the specificities of the two countries. Based on the analysis of state standards, curricula and textbooks, it can be said that the results of bilingualism research are reflected in the Hungarian language curricula of secondary education in Hungary and Transcarpathia. At the same time, while the Hungarian National Curriculum, the framework curricula and the related textbooks are characterised by a continuous enrichment of the materials related to bilingualism and language varieties from across the border, a certain regression can be observed in the education of native Hungarian speakers in Transcarpathia.

Health economics-informed planning of psychiatric care: A primer and curriculum framework for psychiatrists.

Contemporary medical education lacks a strong focus on health economics which guides major decisions in private and public health services. We briefly outline the rationale, guiding principles, main analytic methods, and a suggested framework for health economics education in psychiatry. Health economics aims to improve the efficiency of healthcare. Some analytic methods can be harnessed by psychiatrists to better plan clinical care. Health economic methods will also assist psychiatrists in translating their expertise and clinical priorities more effectively to policy-makers, governments, and private insurers motivated by economic reasoning.

Developing an Inclusive Scholarship Curriculum for Medical Students.

As part of a curriculum renewal, in 2020, Washington University School of Medicine in St. Louis sought to create an integrated curriculum that allows students to explore 4 academic career pathways (advocacy/global health, education, innovation, and research) and engage in scholarship activities-the Inquiry Curriculum. The curriculum needed to focus on foundational scholarship skills that would be applicable to all pathways. This article describes the process used to develop the curriculum learning objectives and lessons learned from initial implementation. The authors used a modified Delphi process to survey faculty experts from the 4 pathways to determine the objectives (March-May 2020). Twenty-four faculty were surveyed about 48 initial objectives created using Glassick's scholarship criteria. After 2 rounds, 28 objectives met consensus. Further oversight committee review and revisions by session leads resulted in 77 unique objectives for 23 sessions in the curriculum that launched in spring 2021. Four themes were identified from student feedback: (1) the Inquiry Curriculum framework creates opportunities for students to gain exposure to various approaches to understanding and addressing health care problems, (2) the curriculum targeted higher-level objectives for traditional research content and lower-level objectives for nontraditional content, (3) Glassick's criteria provided a useful structure for students to understand the rationale for and ordering of content, and (4) the curriculum had natural overlap with content often taught elsewhere in the curriculum, including evidence-based medicine, health equity, public and population health, and quality improvement and patient safety. The authors plan to consolidate sessions where there is redundancy, expand other sessions that require more time, and more purposefully discuss prior content when redundancy is intentional. Exploring other potential measures of curricular success, such as student learning outcomes, scholarly productivity, and impact on future scholarship engagement and career paths, is part of ongoing work.

Development of Local Content Curriculum Based on Pesantren Tahfīẓ in Mts. Al-Fathimiyah Banjarwati

MTs. Al-Fathimiyah is one of the madrasas in the north coast area of Lamongan which since its establishment has focused on the development of tahfīẓ al-Qur’ān. This research aims to describe the implementation concept of madrasah-based pesantren tahfīẓ and analyzing curriculum development management in MTs. Al-Fathimiyah. This research is descriptive-qualitative research with a phenomenological approach. The analysis of curriculum development research uses the Hilda Taba concept which consists of 1). Producing experimental units; 2). Testing of experimental units; 3). Revision and consolidation; 4). Development of a curriculum framework; 5). Implementation and dissemination. The results of the study provide conclusions: 1). MTs. Al-Fathimiyah is a madrasah based pesantren that integrates the Ministry of Religion curriculum with the pesantren curriculum. Whereas in the management of students, MTs. Al-Fathimiyah implemented boarding student management; 2). The concept of curriculum development in MTs. Al-Fathimiyah focused on developing tahfīẓ al-quran which is integrated with the pesantren curriculum. The development model uses an inductive model so that it is more open to the process of improvement and improvement every year.

Science Awareness: Analysis of Moroccan Curriculum Framework for Preschool Education

<p style="text-align: justify;">Morocco has undergone significant reforms in the education and training field, including the implementation of preschool education as a compulsory stage in the education system. Several studies have shown that attitudes toward science tend to decline between the ages of 11 and 14. Therefore, it is crucial to promote the acquisition of different modes of reasoning and forms of thought from early childhood. The primary objective of preschool education in Morocco should be to promote positive attitudes toward science. This study aims to analyze the preschool program prescribed in the Moroccan curriculum framework with regard to scientific awareness as well as its methodological and practical implications. The analysis was conducted using a designed grid and including the following criteria: construction of school science; axiological and psychological foundations of science learning; objectives and competencies; contents; approaches; activities; teaching strategies; didactic resources; pedagogical design and evaluation. The study's findings revealed that the Moroccan Curriculum Framework for Preschool Education featured a number of dimensions related directly to scientific awareness. However, no explicit statements about scientific awareness or science literacy were made. Moreover, some elements suggested in the program document were out of phase with the current trends of scientific awareness. Therefore, the study offered some suggestions for improving the proposal provided by this pedagogical document. In conclusion, Morocco's focus on preschool education is a positive step towards building a more scientifically literate society. However, to fully benefit from it, the guidance document must be revised to reflect current scientific awareness trends.</p>

Designing for empowering curriculum implementation

International advocacy for future-focused curriculum design often centres on the idea of “competencies” or “capabilities” as potentially transformative constructs for high-level curriculum frameworks. This trend is exemplified by the addition of “key competencies” to the 2007 New Zealand Curriculum. Despite good intentions, this structural change appears to have made minimal difference to the learning that many students experience, or to the assessment practices used to evaluate that learning. With a Curriculum Refresh currently underway, now is an opportune moment to revisit the use of competencies as a lever for curriculum change and ask how the type of transformative change they are intended to stimulate might be conveyed and implemented in more empowering ways.
 This paper introduces the idea of “enduring competencies” as an umbrella construct for more effective curriculum design conversations. Learning from what has proved problematic in the past, we show how this construct might refocus thinking about purposes for learning, while at the same time being more specific about how and why traditional curriculum “content” might need to change. We illustrate this potential by drawing on our recent collective endeavour to build a small set of enduring competencies for school science education. The paper briefly outlines these four enduring competencies and demonstrates how they build bridges between past (more traditional) and future-focused (more transformative) curriculum and assessment design for the science learning area.

A Practical Guide in Designing Curriculum for Diverse Learners

The increasing diversity in the student population presents challenges for educators in designing curricula that cater to the needs of all learners. This article explores the importance of designing curricula for diverse learners and the benefits it brings in promoting educational equity and inclusive education. It emphasizes the need to recognize and respect learners' diverse backgrounds, abilities, and learning styles to create an environment that fosters equal opportunities and educational success. Library research was conducted to gather information on designing curriculum for diverse learners. Thorough literature searches were performed using online library catalogs, research databases, and academic journals. Relevant sources were critically evaluated for credibility and relevance to ensure reliable information.The article discusses the needs of diverse learners, the challenges in curriculum design, frameworks and models for designing curriculum, and strategies to adapt the curriculum to meet diverse learners' needs. It highlights the significance of understanding cultural backgrounds, language proficiency, learning styles, abilities, and equitable access to resources. The Universal Design for Learning framework and other models offer valuable strategies for inclusive curriculum design.

Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity

ABSTRACT Using discourse analysis, this article traces the persistence of eugenic ideology through the narrative structures of world history in the California Department of Education’s history/social science K-12 framework. This article excavates the hidden depths at which scientific racism has become embedded into the curriculum and asks, “How do eugenic beliefs continue to shape world history in schools?” Analysis revealed the persistence of eugenic beliefs in how civilization, modernity, reason, and intelligence are articulated and circulated across grades six, seven and ten. This study’s application of discourse analysis serves as a useful tool in continuing to improve curricular frameworks beyond static narratives that reproduce outdated ideologies of race and human development. The study directs social studies education toward helping students confront history’s scientific overlaps with eugenics, as well as recognizing how eugenic ideology persists today.

Curriculum frameworks and educational programs in artificial intelligence for medical students, residents, and practicing physicians: a scoping review protocol

Objective:The aim of this scoping review is to synthesize knowledge from the literature on curriculum frameworks and current educational programs that focus on the teaching and learning of artificial intelligence (AI) for medical students, residents, and practicing physicians.Introduction:To advance the implementation of AI in clinical practice, physicians need to have a better understanding of AI and how to use it within clinical practice. Consequently, medical education must introduce AI topics and concepts into the curriculum. Curriculum frameworks are educational road maps to teaching and learning. Therefore, any existing AI curriculum frameworks must be reviewed and, if none exist, such a framework must be developed.Inclusion criteria:This review will include articles that describe curriculum frameworks for teaching and learning AI in medicine, irrespective of country. All types of articles and study designs will be included, except conference abstracts and protocols.Methods:This review will follow the JBI methodology for scoping reviews. Keywords will first be identified from relevant articles. Another search will then be conducted using the identified keywords and index terms. The following databases will be searched: MEDLINE (Ovid), Embase (Ovid), Cochrane Central Register of Controlled Trials (CENTRAL), CINAHL (EBSCOhost), and Scopus. Gray literature will also be searched. Articles will be limited to the English and French languages, commencing from the year 2000. The reference lists of all included articles will be screened for additional articles. Data will then be extracted from included articles and the results will be presented in a table.

Stabilizing Skills of Elementary School Teachers to Educate Students about Basic Literacy Within the Framework of an Independent Curriculum

Teacher skills are an absolute must to oversee the implementation of an independent curriculum in schools. Teacher skills are important to continue understanding basic literacy concepts. Basic literacy skills are the foundation of all student learning, including those for science, technology, mathematics, character education, and higher order thinking skills. This strengthening carried out directly provides assistance to teachers in schools in educating students about basic literacy. Literacy is a very important thing for students to master, especially in the 21st century. Thus, this stabilization effort provides significant results for teachers and students in implementing an independent curriculum, especially at the elementary school level.

‘Teaching for the Time Being’: Teaching and Teacher Identity in Low-fee Private Schools in Semi-urban Delhi

It is well known that teachers are central to education reforms and to providing high-quality instruction. The National Curriculum Framework 2005 identifies the need for professionally qualified teachers and the need to enhance the professional identity of schoolteachers. Low-fee private schools are often presented as a solution to the supposedly poor quality of education provided by government schools. Based on ethnographic fieldwork, this article examines the micro-managed context of teachers’ work in low-fee private schools in semi-urban Delhi. It illustrates ways in which curriculum and pedagogy were used to control teachers’ work and analyses these observations in the light of New Public Management discourses. This article argues that teachers strongly constructed their work as provisional and used silence and exit as a way to cope within the highly regulated work environments of the school.

A Proposed Curriculum Framework for A Bachelor’s Degree in Culinary Arts in Egypt

A Proposed Curriculum Framework for A Bachelor’s Degree in Culinary Arts in Egypt

National Core and Advanced Cardiac Imaging Curricula: A Framework From the Canadian Society of Thoracic Radiology Education Committee

Well-defined curriculum with goals and objectives is an inherent part of every radiology residency program. Following a needs assessment, the Canadian Society of Thoracic Radiology education committee developed a cardiac imaging curriculum using a mixed method collaborative approach. The Cardiovascular Imaging Curricula consist each of two separate yet complimentary granular parts: a Core Curriculum, aimed at residents in-training, with the main goal of building a strong foundational knowledge and an Advanced Curriculum, designed to build upon the core knowledge and guide a more in-depth fellowship subspecialty training. The curricular frameworks aim to enhance the educational experience of trainees (residents and fellows) and provide an educational framework for clinical supervisors and residency and fellowship program directors. The Canadian Society of Thoracic Radiology (CSTR) championed the creation of Cardiovascular and Thoracic Imaging curricula encompassing clinical knowledge and technical, communication, and decision-making skills with the goal of providing direction to a strong foundational knowledge for residents and to guide specialty training for fellowship programs.

Safeguarding Intangible Cultural Heritage And Formal Education: Comparison of Policies Between Türkiye And Flanders (Belgium)

The 2003 UNESCO Convention on the Safeguarding of the Intangible Cultural Heritage introduces a set of interrelated measures among which education is an intersection point. Since education is crucial to the transmission of intangible cultural heritage (ICH), the States Parties have focused their attention on connecting their activities to the education sector in recent years, with formal education making up the greater part of the efforts. Belgium and Türkiye both ratified the Convention in 2006 and education ministries in both countries or parts in it seem to have concentrated on secondary education (12-18 years old) to raise awareness of the meaning and importance of safeguarding ICH. The purpose of this paper is to compare and evaluate the Flemish and Turkish formal education systems at the secondary education level regarding the implementation of the Convention. Therefore, this qualitative research is based on the investigation of the policy texts and curriculum (mainly in Dutch and Turkish) that are explicitly or implicitly connected to the presence of ICH in the education systems of both cases. From this perspective, it takes the ratification of the Convention by both countries as its point of departure and presents three levels of discussion. First, in order to comprehend the present context wherein potential connections between ICH and education are established, the overall policy of Flanders and Türkiye is briefly outlined. Second, the discussion is directed to the implications these policy choices might raise. In the final section, the frame of discussion is further narrowed to the level of curricular choices. It can be stated that the analysis of the documents revolved around the implications of centrality (Türkiye) and relative autonomy (Flanders) to mobilize ICH in education. While in Türkiye, the course Folk Culture in secondary education was initiated on the national level as a direct response to the Convention, in Flanders, this safeguarding perspective did not seem to have permeated educational policy processes. However, the Flemish Government has tolerated an open curriculum framework that seems beneficial for the inclusion of relevant content on a regional or local level. Considering achieving connections with its specific teaching context, in both cases, attention has to be drawn to the role of teacher agency. It can be stated that teachers are in need of a balance between sufficient support (capacity building, instruction manuals, didactic suggestions, explicit references to ICH) and the autonomy to execute (open curricula, professional freedom).

Impacts of the Marine Technology Boom: Ocean Literacy Now Requires Data Literacy

New technologies are continually being placed in the ocean, constantly collecting ocean data in real-time. As a result, Data Literacy is now a necessary learning goal for supporting students' Ocean Literacy. The newest ships in the U.S. Academic Research Fleet, the Regional Class Research Vessels (RCRVs), are being built with the aim of supporting data literacy through outreach and education, with aid from a forthcoming real-time data portal. To understand how the RCRV’s outreach and education initiatives can best support data and ocean literacy, while also facilitating intentional engagement with minoritized populations, a three-phase research strategy was conducted over three years. The objective was to determine promising practices in data literacy education and shipboard outreach that are also culturally responsive. The first phase of the research interviewed experts in the fields of teaching, data literacy, shipboard education, and community engagement in order to generate recommendations. The second phase was an assessment of a three-day data literacy high-school curriculum utilizing research vessel data. The third phase examined the success of potential culturally responsive data literacy curricular frameworks and teaching practices in an afterschool pilot program for Latinx youth. The research determined that in a world where students have never ending access to data, data literacy education must be scaffolded throughout a student's life. Data used in education must be contextual and relatable and the best tools for data literacy learning are designed for teachers and students. As new knowledge is being generated about the ocean through new technologies continually collecting data, ocean literacy can no longer exist without data literacy.

Teacher preparedness and Implementation of the National Pre-Tertiary Education curriculum Framework in Ghana

Curriculum reform is a significant approach to prepare schools to be effective in meeting contemporary societal needs and imperatives. Several countries around the world, therefore, engage in curriculum reform to enable schools to prepare children with the knowledge, skills, and competencies needed in the present and future society, but implementing change following a curriculum reform is often complex. In our study, we sought to understand how teachers respond to curriculum implementation following the introduction of the national pre-tertiary education curriculum framework (NPECF) in Ghana. We employed a concurrent, nested, mixed-design strategy (embedded design) using a sample of 352 randomly selected basic school teachers from six regions in Ghana. Data from surveys and interviews reveal that teachers consider the NPECF as relevant for Ghanaian educational fortunes; however, a myriad of classroom challenges come with the implementation process. We concluded that these challenges could affect the realization of the relevance of the NPECF if schools and teachers are not well resourced. We call the attention of duty bearers to the need to provide the necessary resources for the seamless implementation of the NPECF in Ghana. For policy adjustment, we recommended and proposed improvisation as an approach for teachers to utilize and exert autonomy and independence in the design and delivery of classroom instruction to sustain the NPECF in primary schools. Again, our study calls for coordination and collaboration among parents, civic society, and individuals across political divides to remain united to provide a solid foundation for education in Ghana.